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The first research question considered the levels of students’ language learning curiosity (LLC). Levels of LLC and engagement were measured by 6-point Likert scales, ranging from 1(strongly disagree) to 6 (strongly agree). Averages of 4.0-6.0 were considered high levels; 3.0-3.9 were classified as moderate levels; and 1.0-2.9 were regarded as low levels. The descriptive statistics of LLC are presented in Table 5.1, including extreme score, mean, standard deviation, skewness, and kurtosis. The average score on students’ global LLC was 4.24 (SD=.91), suggesting that students’ global LLC was at a high level. Participants reported similar average scores for the two dimensions of LLC. Their language learning curiosity as a feeling of interest (LCFI) (M=4.31, SD=1.08) was at a high level. Their language learning curiosity as a feeling of deprivation (LCFD) (M=4.19, SD=.94) was also at a high level and slightly lower than LCFI. These results indicated that the participants were generally curious about English learning.

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Chapter Six Conclusion

6.1 Major Findings

Answering the call for positive language education (Mercer et al. 2018) and student-based pedagogy emphasized in the Senior High School English Curriculum Standards (2017 edition, revised in 2020) (Ministry of Education of the People’s Republic of China 2020), this study conducted a series of investigations on Chinese senior high school students’ language learning curiosity (LLC) and engagement in English learning.

The present study had two aims. The first aim addressed the levels of LLC and engagement in English learning. The second aim probed into the correlation between LLC and engagement in English learning and, in particular, focused on the correlations between dimensions of LLC and engagement. Conducted with senior high school students from Northeast China, this study employed an explanatory sequential mixed-methods design (Creswell & Creswell 2018), collecting data through questionnaires and semi-structured interviews. Through quantitative and qualitative data analyses, this study yielded the following findings.

With respect to the level of students’ LLC, this study found that Chinese senior high school students had high levels of LLC in English learning. Their global LLC was at a high level. In terms of the different dimensions of LLC, the two dimensions were both at high levels, with the language learning curiosity as a feeling of interest (LCFI) slightly higher than the language learning curiosity as a feeling of deprivation (LCFD). The qualitative analysis revealed certain contributing factors to LCFI, indicating that personal vision related to English speaking and interest in English might promote LCFI. Concerning the level of students’ engagement, the results showed that students’ global engagement in English learning was at a high level. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. The agentic engagement of Chinese senior hi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。